Examines the "situation-problem-solution-evaluation" structure, as well as other organizational structures useful in report writing. Discusses briefly the limitations and applications of information structures. (HTH)

For students who have difficulty finding material for writing formal business and technical reports, suggests keeping a file folder of clippings about new products and services taken from a leading newspaper.(NH)

Examines the personal writing method proposed by Ken Macrorie and explains how it can help students conceptualize and form generalizations that extend their personal reminiscences into more objective expository writing. (HTH)

Proposes assigning polemics, suasive essays, and paradoxical encomia as a means to help students write in classical civic discourse forms, which enfranchise the personal in the service of the community. Presents guidelines for each assignment. (NH)

Compares the standard forms of technical writing to the classical forms of literature. (MKM)

Analyzes changes in content and shifts in emphasis in rhetoric texts from the beginning of the nineteenth century to the present. Suggests that the current-traditional approach to the teaching of rhetoric used in most college classrooms has a strong similarity to that advocated by early rhetoricians. (RBW)

Describes three strands of knowledge which help students produce better research papers: (1) the four moves employed by authors of journal articles; (2) the strategies employed in writers of localized news stories; and (3) a checklist for localized field research. (NH)

Discusses the results of research that suggest there are two distinct "schools of thought" or predilections that influence teachers' judgments in evaluating compositions. (AEA)

Discusses how to teach a first-year composition course, expository writing, required of most students at Rensselaer Polytechnic. Considers how to motivate students and help them to see connections between writing and their technical work. Offers various techniques for getting the students to write comfortably. (PA)

Explains reasons for eliminating the requirement of "personal" writing from the curriculum in adult classes. (EL)

Maintains that the five-paragraph essay formula confuses and alienates students and undermines the basic goals of writing instruction. Advocates developing a repertoire of alternatives for teaching form. Suggests that using the metaphor of the essay as journey is one such teaching alternative. (SR)

Outlines a series of summary-writing assignments which focus on differences between expository and literary texts, and provide unusual opportunities for students to develop their response to literature. Maintains that such summaries increase students' facility as perceptive readers and insightful writers. (SR)

This article profiles a group of college students with learning disabilities, outlines strategies used to help those students in their 100-level expository-writing class, and illustrates persistent writing problems with three student writing samples. This study revealed that, even with explicit support, students whose learning disabilities had an…

Proposes that teachers use their own writing as a teaching tool. Discusses both the left-brain logical, rational approach and the right-brain intuitive approach to invention and states that in composing their own methods and materials, instructors can stress both patterns of creativity by illustrating how each complements the other. (EL)

Describes how consistent focused and sequenced freewriting with sequenced procedures for moving from it to additional writing leads students to more effective writing. (CHR)